NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 Overview

9.1.1 Unit Overview

“I’m home.”
Text “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell

Number of Lessons
17 lessons
in Unit

Introduction
The first unit of Module 9.1 introduces students to skills, practices, and routines that support the close
reading of texts, a process central to the curriculum. In this unit, students learn to annotate text,
establish and support text-based claims, participate in evidence-based discussions, and write focused,
text-based analyses of literature.

In 9.1.1, students read and analyze Karen Russell’s short story, “St. Lucy’s Home for Girls Raised by
Wolves,” focusing on how Russell’s structural choices develop complex characters and central ideas. In
the story, feral girls with werewolf parents attend a Jesuit boarding school founded to socialize the girls
by teaching them “normal” human behaviors. Russell organizes the text according to five stages of
development using epigraphs from an imaginary text, The Jesuit Handbook on Lycanthropic Culture
Shock. Russell first introduces the story’s characters as a wolf pack, and then distinguishes individual
characters including the narrator, Claudette; the oldest sister, Jeanette; and the youngest of the pack,
Mirabella. The question of identity and the meaning of beauty develop as central ideas over the course
of the text.

This unit includes a Mid-Unit Assessment that requires students to analyze the relationship between a
self-selected epigraph and the events that follow that epigraph. Successful responses rely on text
evidence drawn from students’ annotations and notes, to demonstrate the students’ understanding of
how Russell’s structural choices contribute to the development of complex characters (RL.9-10.3 and
RL.9-10.5).

The unit concludes with an End-of-Unit Assessment that asks students to write a multi-paragraph
response analyzing the character development of the narrator, Claudette, in relation to the five stages
of development presented in The Jesuit Handbook on Lycanthropic Culture Shock. A successful response
draws on text evidence from each section of the story to demonstrate how Claudette develops as a

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 Overview

complex character over the course of the text. A successful response also demonstrates an ability to
establish and support a claim and includes an introduction and conclusion (RL.9-10.3 and W.9-10.2.a, f).

Note: This unit introduces Accountable Independent Reading (AIR) for 9th grade. See Prefatory Material
for more information about AIR.

Literacy Skills and Habits

 Read closely for textual details
 Annotate texts to support comprehension and analysis
 Engage in productive evidence-based discussions about text
 Collect and organize evidence from texts to support analysis in writing
 Make claims about texts using specific textual evidence
 Use vocabulary strategies to define unknown words

Standards for This Unit

College and Career Readiness Anchor Standards for Reading
None.
CCS Standards: Reading — Literature
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone).
RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 Overview

such effects as mystery, tension, or surprise.

CCS Standards: Writing
W.9-10.2.a, f Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization,
and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
CCS Standards: Speaking & Listening
SL.9-10.1.b, c Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively.
b. Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views),
clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others
into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
CCS Standards: Language

L.9-10.4.a, b Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 Overview

L.9-10.5.a Demonstrate understanding of figurative language, word relationships, and nuances in

word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze
their role in the text.

Note: Bold text indicates targeted standards that will be assessed in the unit.

Unit Assessments
Ongoing Assessment
Standards RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4, RL.9-10.5, W.9-10.2.a, SL.9-10.1.b, c
Assessed
Description of Students participate in reading and discussion, write informally in response to text-
Assessment based prompts, present information in an organized and logical manner, and
participate effectively in evidence-based collaborative discussion.

Mid-Unit Assessment
Standards RL.9-10.3, RL.9-10.5
Assessed
Description of Students write a multi-paragraph response to the following prompt:
Assessment Choose and explain one epigraph. Analyze the relationship between that epigraph
and the girls’ development in that stage.

End-of-Unit Assessment
Standards RL.9-10.3, RL.9-10.5, W.9-10.2.a, f
Assessed
Description of Students write a formal, multi-paragraph response to the following prompt:
Assessment Analyze Claudette’s development in relation to the five stages of Lycanthropic
Culture Shock.

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 Overview

Unit-at-a-Glance Calendar
Lesson Text Learning Outcomes/Goals
1 “St. Lucy’s Home for Girls In this first lesson of the unit, students listen to a masterful
Raised by Wolves” by reading of the first section of Karen Russell’s “St. Lucy’s
Karen Russell, pp. 225–229 Home for Girls Raised by Wolves” (Stage 1) before reading
and analyzing the title and first epigraph, focusing on how
Russell uses specific word choices to evoke a sense of place.
2 “St. Lucy’s Home for Girls In this lesson, students listen to a masterful reading of the
Raised by Wolves” by next two sections (Stage 2 and Stage 3) of the story, and then
Karen Russell, pp. 229–240 analyze the cumulative impact of Russell’s word choices on
the tone of the main character and narrator, Claudette. The
lesson also introduces Accountable Independent Reading, an
important component of the curriculum.
3 “St. Lucy’s Home for Girls In this lesson, students listen to a masterful reading of the
Raised by Wolves” by final two sections (Stages 4 and 5) of Russell’s short story
Karen Russell, pp. 240–246 before analyzing the interactions of the characters. Students
also focus on developing speaking and listening skills by
participating in a small-group collaborative discussion.
4 “St. Lucy’s Home for Girls In this lesson, students learn annotation skills as they reread
Raised by Wolves” by the opening pages of the short story, and then work in small
Karen Russell, pp. 225–227 groups to analyze how Russell develops the pack as a
character in itself.
5 “St. Lucy’s Home for Girls In this lesson, students learn to write an objective summary.
Raised by Wolves” by They also continue to develop speaking and listening skills as
Karen Russell, pp. 227–230 they work in small groups to analyze how Russell introduces
and develops the central idea of human identity versus wolf
identification in this passage.
6 “St. Lucy’s Home for Girls In this lesson, students work in pairs to read, annotate, and
Raised by Wolves” by discuss the lesson excerpt before participating in a jigsaw
Karen Russell, pp. 230–232 activity to analyze how Russell develops the characters of
Mirabella and Jeanette.
7 “St. Lucy’s Home for Girls In this lesson, students learn to make a claim and write an
Raised by Wolves” by introduction. They also work in small groups to analyze the
Karen Russell, pp. 232–235 character development of the story’s narrator, Claudette.

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 Overview

Lesson Text Learning Outcomes/Goals

8 “St. Lucy’s Home for Girls In this lesson, students read and annotate the lesson excerpt
Raised by Wolves” by before participating in a jigsaw activity to consider how
Karen Russell, pp. 235–237 Russell develops the character of Mirabella over the course
of the first three stages.
9 “St. Lucy’s Home for Girls In this lesson, students work in pairs to read and annotate
Raised by Wolves” by the lesson excerpt before participating in a whole-class
Karen Russell, pp. 237–240 discussion in which they identify a new central idea: the
meaning of beauty.
10 “St. Lucy’s Home for Girls Students complete the Mid-Unit Assessment by writing a
Raised by Wolves” by multi-paragraph response to the following prompt: Choose
Karen Russell, pp. 225–240 and explain one epigraph. Analyze the relationship between
that epigraph and the girls’ development in that stage.
11 “St. Lucy’s Home for Girls In this lesson, students work in pairs to read and analyze the
Raised by Wolves” by lesson excerpt, focusing on how the author establishes tone
Karen Russell, pp. 240–243 through specific word choices.
12 “St. Lucy’s Home for Girls In this lesson, students work in small groups to analyze how
Raised by Wolves” by the characters’ interactions in Stage 4 develop central ideas
Karen Russell, pp. 243–245 in the text.
13 “St. Lucy’s Home for Girls In this lesson, students read and analyze the conclusion of
Raised by Wolves” by “St. Lucy’s Home for Girls Raised by Wolves.” After a whole-
Karen Russell, pp. 245–246 class analysis of how the conclusion to the story develops
Claudette’s character and refines central ideas, students
work in small groups to begin an analysis of the author’s
choice to structure the story using the five stages described
in the epigraphs from The Jesuit Handbook on Lycanthropic
Culture Shock.
14 “St. Lucy’s Home for Girls In this lesson, students return to the small groups they
Raised by Wolves” by established in Lesson 13. Students complete their analyses of
Karen Russell a specific stage of culture shock and groups share their work
with the class in short presentations.

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 Overview

Lesson Text Learning Outcomes/Goals

15 “St. Lucy’s Home for Girls In this lesson, students participate in self-assessed small-
Raised by Wolves” by group discussions in which they discuss the extent to which
Karen Russell the main character of the story has adapted to human
society. Each member of the group establishes a claim and
supports that claim with text evidence.
16 “St. Lucy’s Home for Girls In this lesson, students prepare for the End-of-Unit
Raised by Wolves” by Assessment by reviewing how to make a claim and write an
Karen Russell introduction while analyzing the relationship between
Claudette’s development and the five stages of Lycanthropic
Culture Shock. Students also learn how to write a conclusion
in this lesson.
17 “St. Lucy’s Home for Girls For the End-of-Unit Assessment, students write a multi-
Raised by Wolves” by paragraph response to the following prompt, relying on their
Karen Russell reading and analysis of “St. Lucy’s Home for Girls Raised by
Wolves”: Analyze Claudette’s development in relation to the
five stages of Lycanthropic Culture Shock.

Preparation, Materials, and Resources

Preparation

 Read and annotate “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell.
 Review the Short Response Rubric and Checklist.
 Review the 9.1 Speaking and Listening Rubric and Checklist for standard SL.9-10.1.b, c.
 Review the 9.1.1 Mid-Unit and End-of-Unit Text Analysis Rubric and Checklist.
 Review all unit standards and post in classroom.
 Consider creating a word wall of the vocabulary provided in all lessons.

Materials and Resources

 Chart paper
 Copies of “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell
 Self-stick notes for students
 Writing utensils including pencils, pens, markers, and highlighters

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 Overview

 Methods for collecting student work: student notebooks, folders, etc.

 Access to technology (if possible): interactive whiteboard, document camera, and LCD projector
 Copies of handouts and tools for each student: see materials list in individual lesson plans
 Copies of the Short Response Rubric and Checklist
 Copies of the 9.1 Speaking and Listening Rubric and Checklist for standard SL.9-10.1.b, c
 Copies of the 9.1.1 Mid-Unit and End-of-Unit Text Analysis Rubrics and Checklists
 Copies of the 9.1 Common Core Learning Standards Tool
 Copies of the Central Ideas Tracking Tool
 Copies of the Character Tracking Tool
 Copies of the Epigraph Effect Tool

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